Perceptions and Challenges of Nursing Students Regarding the Peer Mentorship Programme: A Study in Selected Nursing Institutions in Mangalore

Abstract

Background: Peer mentorship programs offer academic and psychosocial assistance to nursing students and have positive effects on their well-being and confidence. Nursing students experience challenges in relation to academics, psychosocial adjustment, and clinical settings. Awareness of perceptions and challenges will help build effective mentor-mentee relationships and successful execution of the program.

Aim: To evaluate the perceptions and challenges of peer mentoring among nursing students in selected nursing institutions in Mangalore.

Objectives of the Study:

• To assess the perception of student mentors towards the peer mentorship program.
• To assess the perception of the student mentees towards the mentorship program.
• To identify the challenges faced by student mentees in the mentorship program.

Methodology: A cross-sectional study was conducted at Laxmi Memorial College of Nursing, Mangalore, using purposive sampling; the sample comprised second-year BSc Nursing and G.N.M. students. Ethical and institutional approvals were obtained. Data were collected using a structured questionnaire and analyzed using descriptive statistics.

Results: Most mentees were females (86.25%), and the highest proportion (65.62%) were aged over 18-20 years. They felt that mentoring brings about theoretical-to-practical learning (84.37%) and is an important form of support for students (81.25%). The main barriers were the absence of mentee support (41.88%), lack of time (48.13%), and negative behavior of the mentors (51.88%). Of the mentors, most were female (77.5%) and over 22 years old. They found that peer mentoring boosts self-esteem (87.5%), self-confidence (75%), and leadership skills (57.5%). Barriers include taking too much time and energy (67.5%), lack of recognition by nurse educators (42.5%), and dependence of the mentees on them (42.5%).

Research Gap: Evidence on the perceptions and challenges associated with peer mentoring among both student mentors and mentees in nursing institutions in Mangalore is limited, highlighting the need for the present study.

Conclusion: Peer mentoring positively supports nursing students’ growth in academia, personally, and professionally. Issues such as time limitations, lack of recognition, and negative behaviors can be sorted out to enhance peer mentoring programs.